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Psychology of Learning for Instruction

Psychology of Learning for Instruction

Psychology of Learning For Instruction

Summary

"" This is an excellent textbook about the psychology of learning and memory in instructional settings." " Robert G. Winningham, Western Oregon University "" The scenarios and reflective questions and activities assist in gaining a deeper understanding and knowledge base of the material." " Dr. Ernescia M. Torbert Richardson, Cleveland State University "" Driscoll's text provides a solid survey of the prominent theories and concepts of human learning and instruction." " Ronald A. Beghetto, Indiana University The Third Edition of this popular text focuses on the applications and implications of learning theories. Using excellent examples ranging from primary school instruction to corporate training, this text combines the latest thinking and research to give students the opportunity to explore individual theories as viewed by the experts. Students are encouraged to apply " reflective practice, " which is designed to foster a critical and reflective mode of thinking and orientation to application when considering any particular approach to learning and instruction. New To This Edition Includes new graphics and concrete examples to help students grasp complex concepts and learn how they can be applied. Provides a theory matrix at the close of each chapter to capture the key components of each theory and permit easy comparisons. A single case scenario is included and discussed in each chapter to illustrate similarities and differences in what theories reveal and explain about learning. Updated references, including new research and literature on motivation, constructivism, situaedlearning, and self-regulation.

Table of Contents

Preface

xv

PART I INTRODUCTION

1

(28)

Introduction to Theories of Learning and Instruction

1

(28)

What Is a Theory of Learning?

2

(8)

A Definition of Learning

9

(1)

A Definition of Learning Theory

9

(1)

Learning in History

10

(13)

The Epistemology of Learning

11

(4)

Early Experimental Approaches to Learning

15

(1)

Ebbinghaus (1850--1909)

16

(1)

Thorndike (1874--1949)

17

(1)

Pavlov (1849--1946)

18

(3)

Gestalt Theory (Early 1900s)

21

(1)

Summary

22

(1)

Learning Theory and Instruction

23

(1)

The General Plan and Approach of This Book

24

(2)

Kermit and the Keyboard

26

(2)

Suggested Readings

28

(1)

Reflective Questions and Activities

28

(1)

PART II LEARNING AND BEHAVIOR

29

(42)

Radical Behaviorism

29

(42)

The Experimental Analysis of Behavior

34

(2)

Respondent and Operant Behavior

34

(1)

Contingencies of Reinforcement

34

(2)

Principles of Behavior Management

36

(19)

Strengthening or Weakening Operant Behaviors

36

(1)

Strengthening a Response: Positive Reinforcement

37

(2)

Strengthening a Response: Negative Reinforcement

39

(1)

Weakening a Response: Punishment

40

(2)

Weakening a Response: Reinforcement Removal

42

(2)

Teaching New Behaviors

44

(1)

Shaping

44

(3)

Chaining

47

(1)

Discrimination Learning and Fading

47

(2)

Maintaining Behavior

49

(1)

Fixed Ratio Schedules

49

(1)

Fixed Interval Schedules

50

(1)

Variable Ratio and Variable Interval Schedules

51

(1)

Planning a Program of Behavior Change

52

(1)

Step One: Set Behavioral Goals

52

(1)

Step Two: Determine Appropriate Reinforcers

53

(1)

Step Three: Select Procedures for Changing Behavior

53

(1)

Step Four: Implement Procedures and Record Results

54

(1)

Step Five: Evaluate Progress and Revise as Necessary

54

(1)

Contributions of Behaviorism to Instruction

55

(9)

Changing Behavior Through Behavior Modification

56

(1)

Managing Learning and Behavior in Instructional Systems

57

(1)

Classroom Management

57

(1)

Instructional Objectives

58

(1)

Contingency Contracts

59

(1)

Personalized System of Instruction (PSI)

59

(2)

Teaching Machines to Computer-Based Instruction

61

(1)

Improving Performance in Organizational Systems

62

(2)

The Behaviorist Perspective on Learning: Issues and Criticisms

64

(2)

Verbal Behavior

64

(1)

Reinforcement and Human Behavior

65

(1)

Intrinsic Motivation

65

(1)

Conclusion

66

(1)

A Behaviorist Perspective on ``Kermit and the Keyboard''

67

(1)

Theory Matrix

68

(1)

Suggested Readings

68

(1)

Reflective Questions and Activities

69

(2)

PART III LEARNING AND COGNITION

71

(114)

Cognitive Information Processing

71

(40)

Overview of the Information-Processing System

74

(3)

The Stages of Information Processing

74

(2)

The Flow of Information During Learning

76

(1)

Sensory Memory

77

(9)

Selective Attention

79

(1)

Automaticity

80

(2)

Pattern Recognition and Perception

82

(4)

Working Memory

86

(5)

Rehearsal

88

(1)

Encoding

89

(2)

Long-Term Memory

91

(13)

Representation and Storage of Information

92

(1)

Network Models of LTM

92

(1)

Feature Comparison Models of LTM

93

(1)

Propositional Models of LTM

94

(1)

Parallel Distributed Processing (PDP) Models of LTM

95

(3)

Dual-Code Models of LTM

98

(1)

Retrieval of Learned Information

99

(1)

Recall

99

(1)

Recognition

100

(1)

Encoding Specificity

101

(1)

Forgetting

102

(2)

Implications of CIP for Instruction

104

(4)

Providing Organized Instruction

104

(1)

Arranging Extensive and Variable Practice

105

(1)

Enhancing Learners' Encoding and Memory

105

(1)

Enhancing Learners' Self-Control of Information Processing

106

(2)

Conclusion

108

(1)

A CIP Look at ``Kermit and the Keyboard''

109

(1)

Theory Matrix

110

(1)

Suggested Readings

110

(1)

Reflective Questions and Activities

110

(1)

Meaningful Learning and Schema Theory

111

(42)

Ausubel's Meaningful Reception Learning

115

(11)

Cognitive Organization in the Learner

116

(2)

Processes of Meaningful Learning

118

(1)

Derivative and Correlative Subsumption

118

(3)

Superordinate and Combinatorial Learning

121

(2)

Assimilation Theory

123

(1)

Retention of Meaningful Learning

123

(1)

Readiness for Learning

124

(2)

Meaningful Learning a Assimilation to Schema

126

(11)

Efforts Toward an Understanding of Schema

127

(2)

The Nature of Schema

129

(2)

Schema-Based Processing

131

(1)

Comprehending Text

131

(2)

Understanding Events and Guiding Actions

133

(1)

Solving Problems

134

(1)

Schema Acquisition and Modification

135

(1)

Schema Automation and Cognitive Load

136

(1)

Meaningful Learning, Schema Theory, and Instruction

137

(12)

Activating Prior Knowledge

137

(1)

Advance Organizers

138

(2)

Schema Signals

140

(3)

Making Instructional Materials Meaningful

143

(1)

Comparative Organizers and Elaboration

144

(1)

Conceptual and Pedagogical Models

145

(3)

Using Prior Knowledge in New Contexts

148

(1)

Conclusion

149

(1)

Schema and Meaningful Reception Learning in ``Kermit and the Keyboard''